An Analysis of a Staff Development Program in Clinical Supervision and the Realities of the K-12 Instructional Setting: Evaluating Its Impact for Special Groups and the Usefulness in the Supervisory Process.

Autor/in	Jerich, Kenneth F.
Titel	An Analysis of a Staff Development Program in Clinical Supervision and the Realities of the K-12 Instructional Setting: Evaluating Its Impact for Special Groups and the Usefulness in the Supervisory Process.
Quelle	(1990), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Clinical Supervision (of Teachers); Collegiality; Curriculum Development; Elementary Secondary Education; Higher Education; Instructional Improvement; Program Evaluation; Staff Development; Summer Programs; Supervisory Training; Teacher Education + Suchen Sie Ihr Suchwort? Kollegialität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Sommerkurs; Lehrerausbildung; Lehrerbildung
Abstract	An evaluation is presented of a clinical supervision training course, focusing on the extent to which interaction occurs between teachers and supervisors for the improvement of instruction. Clinical supervision is presented in the course as a repeating cycle of phases: preconference, lesson observation, analysis of the lesson observation, postconference, and the recycle of phases 1-4 for improvement. Definitional techniques of clinical supervision presented in the sessions include: (1) identifying the teacher's concerns about instruction; (2) translating teacher concerns into observable behaviors; (3) identifying procedures for improving the teacher's instruction; (4) assisting the teacher in setting self-improvement goals; (5) providing feedback using objective observational data; (6) eliciting teacher's inferences, opinions, and feelings; and (7) encouraging the teacher to consider alternative lesson objectives and methods. A description is given of the research design and methodology used to evaluate the effectiveness of the training program, as well as an analysis of the types of impact the clinical supervision course had on 20 novice supervisors as they interacted with their clients during actual school-site and field-based teaching experiences. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01